Promoting our work through publishing: A prolific and diverse bibliography of LAS publications

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Content: Promoting our Work through Publishing: A Prolific and Diverse Bibliography of LAS Publications Judy Maxwell Higher Education Academic Support, Learning Skills Unit Faculty of Education, Language and community services RMIT University, Melbourne, Australia Kate Chanock Humanities Academic Skills Unit La Trobe University, Bundoora, Australia Julianne East ESL Unit La Trobe University, Bundoora, Australia Running title: Promoting our Work through Publishing Address for correspondence: Judy Maxwell Learning Skills Unit RMIT University GPO Box 2476V Melbourne 3001
[email protected] Ph: (03) 9925 4009 Fax: (03) 9925 4892 Promoting our Work through Publishing: A Prolific and Diverse Bibliography of LAS Publications Abstract: LAS advisers have fought for academic status for some years and although our conditions often do not reflect academic status, our work certainly does. Aside from our lecturing and other academic roles, the academic nature of our work is seen in the diverse range of types and venues of our publications. We have been published in refereed journals and conference proceedings and written scholarly books and book chapters in all the traditional academic forms of research, including practice-based, theorybased and those linking theory to practice. This paper briefly discusses the importance of continuing to publish as one way of ensuring academic credibility in our work. It is linked to a bibliography initially collated by Kate Chanock. Although the bibliography is by no means exhaustive, it contains an impressive and diverse assortment of publication forums and subject areas which show our work as inherently academic. Keywords: LAS advisers, publishing, bibliography Language and academic skills (LAS) advisers have fought for academic status for some years. An early attempt at showing our work to be an academic discipline (Garner, Chanock & Clerehan, 1995, p.2) identifies that a sign of a maturing academic discipline is `the passion and urgency with which it identifies and grapples with a series of key issues'. If that is true, a cursory glance at some of the key issues identified and discussed within the academic publications of LAS advisers leaves us in no doubt that they have been written from within an engaged and self-conscious academic discipline. This paper is linked to a bibliography of publications by LAS advisers initially collated by Kate Chanock (see Appendices for an abridged version of this bibliography). The bibliography is by no means exhaustive, but contains an impressive and diverse assortment of publication forums and subject areas. We have published in refereed journals and conference proceedings and written scholarly books and book chapters in all the traditional academic forms of research, including practice-based, theory-based and those linking theory to practice. In this paper, the importance of publishing for LAS advisers is discussed, first from the perspective of the general importance of publishing for academics and then specifically in terms of its importance for LAS advisers. It concludes by raising the possibility of setting up a national bibliographic database for LAS publications.
Publishing is important for academics, for the university and for disciplinary knowledge. From a personal professional perspective it promotes recognition of research accomplishments and is usually essential for tenure and instrumental in promotion. It is also an indication that academics value their work enough to attempt to have it published, and if their work is published in peer-reviewed or edited publications, their ability to conduct research and write it up is confirmed. Earning DEST points through publishing in appropriate academic texts is also important for academics' cash-strapped universities, and, of course, research is the way discipline knowledge advances ­ to make knowledge we need to make texts, which need to be read. Each of these reasons is equally applicable to LAS academics. Those employed under an academic award have the same need to publish in order to gain tenure or promotion, particularly in peer-reviewed publications. However, it is also important for those classified as General Staff who want to move to an academic award (or at least to be regarded as academic by other lecturers); a critical mass of LAS academic publications provides a measure of credibility. There is also the same need to provide the university with DEST points, and although we have done this in nearly all categories, there is an ongoing need for more. LAS units are sites where new understandings and meanings are produced and shared. It is similarly important to advance these theoretical and practical bases of LAS discipline knowledge and to disseminate them in the same manner as other academic disciplines. This is particularly important given the relatively recent development of the LAS field and the interdisciplinary nature of our work. Our short history provides many as yet unresearched areas to explore and publish, and our close ties with other disciplines provides many publishing opportunities to give our work credibility in associated disciplines. However, other issues specific to LAS advising make it even more imperative to publish. Much of our work is with individual students or small groups outside of their time-tabled classes. While this work does much to inform our research, it also tends to be hidden from other academics. Further, when our work is noticed, it is often perceived as remedial. Publishing LAS research that advances the theoretical basis of our work or the practice of tertiary learning, literacy and numeracy, particularly in modes and venues where other academics publish, is useful both for making ourselves visible to other academics and also to show that what we do is more than hand-holding and `fixing up the problems'; that it is proactive, interactive, developmental and integral to the teaching and learning culture of the institution. Increasingly, the work of LAS advising is integrated into the disciplines. With the double incentive of research showing the benefits of working side-by-side with discipline lecturers and our funding sources demanding more `strategic', cost-effective ways of working, we are finding ourselves collaborating with faculty staff on assessment and teaching issues and embedding our work into curricula. Working in this way means it is essential that our academic standing and advisory credibility are recognised, and the surest way to achieve this is to publish, either alone or in collaboration with faculty staff, and to share these papers with faculty. Further, published research on the insights and
experiences gained from previous research in this area will, of course, inform our practice. Lecturers in all disciplines need to connect with their own field in order to teach effectively, and LAS advisers are no exception. In the same way as engineering lecturers need to keep up with changes in the practice of engineering to be effective teachers, LAS advisers, who teach tertiary writing, need to practise it themselves. Our practice, for instance, of teaching postgraduate students the finer points of writing a conference paper or journal article, will surely be enhanced if it is grounded in our own writing practice. Despite difficulties in finding the time to research, this imperative for LAS advisers to publish has been realised. As well as tertiary literacy and student learning support, our work contributes to and is informed by disciplines such as applied linguistics, education, educational psychology, student diversity and equity issues, intercultural studies, and assessment methods, among others, as seen in Appendix 2. Our research has generated new knowledge, indicated new applications of existing knowledge, integrated LAS knowledge with knowledge from other disciplines and linked theoretical knowledge to teaching practice. Although we are yet to publish our own national LAS journal, we have published all of this in journal articles, conference papers, scholarly books and edited book chapters (see Appendix 1). However, although our need to publish is apparent and we clearly do publish, there is also the need for it to be disseminated widely. One way of achieving this is to keep a bibliographic database of LAS publications that is freely accessible, and it is hoped that this paper will initiate discussion of the possibilities of keeping such a database. As well as assisting the producers of research by providing a forum for it to be shared, a database would also benefit future LAS researchers and all LAS advisers. Our publications are spread through a diverse range of conference proceedings, journal articles, and scholarly books, and also dispersed into the publications of other disciplines, presenting difficulties in identifying and locating the research. The ability to systematically search and retrieve would ensure greater exposure to relevant publications with greater ease, and would allow future researchers to more readily identify gaps in LAS research and all LAS advisers to see at a glance what research has been done in a particular field. This is particularly important given the tendency for LAS researchers to `reinvent wheels'. It would also have the potential to be used as an advocacy tool in our seemingly recurring endeavours to be treated as academics in our institutions. In setting up a database, however, we need to take into account the needs of the end-user and in this there are many issues to be resolved. For instance, what should such a database contain? Should it only list articles discussing the theory and practice of the LAS adviser or should it also include articles written by LAS advisers but in other disciplines such as pure linguistics? Should it only include work by Australian LAS advisers or should it be opened up to LAS publications from around the world? What is the best way to ensure effective and efficient research and retrieval? There are also more prosaic questions to be answered such as who will maintain the database? How often will it be updated? How will it be publicised and disseminated?
In this paper we have argued that publishing is important for the LAS adviser and for the LAS discipline itself. Although it has been made clear that we do, indeed, publish in all the relevant academic modes and forums, and often under difficult conditions, it is also clear that as a relatively new discipline we are perhaps yet to achieve a critical mass. Building and maintaining a considerable publishing track record will do much to promote the academic nature of what we do to both faculty staff and institutional funding bodies and hopefully will go some way to a universal acceptance of the LAS adviser as a true academic. We believe that a dynamic national bibliographic database of LAS publications will provide a useful dissemination tool for our research, be an invaluable LAS resource, allow us to more easily promote our scholarly publications to our institutions, and engender confidence, self-consciousness and pride in our achievements. Reference List Garner, M., Chanock, K. & Clerehan, R. (1995) Academic Skills Advising: Towards a Discipline. Victorian Language and Learning Network, Melbourne.
Appendix 1: Types and venues of LAS publications Note that this is not an exhaustive list of types and venues of LAS publications. It serves only as a sample to illustrate the diversity of our publications.
Journal articles: Higher Education journals: TESOL/Applied linguistics journals: General education journals: Journals for specific academic disciplines:
Forum on Education (UK) Higher Education Journal International Journal for Academic Development Journal of Institutional Research Journal of Language, Identity and Education Journal of the Australian and New Zealand Student Services Association Journal of the First Year Experience Research and Development in Higher Education Review of Australian Research in Education South African Journal of Higher Education (Sth. Africa) Studies in Higher Education Teaching in Higher Education Tertiary Teaching: Flexible Teaching and Learning Across the Disciplines Ultibase On-line Journal ATESOL (ACT) Journal Australian Review of Applied Linguistics EA Journal ELT Journal English for Specific Purposes: An international journal English Quarterly IELTS research reports, Vol. 2 Interchange (AMES) Journal for language teaching: South African Association for language Teaching (Sth. Aftrica) Journal of Second Language Writing Language Awareness Language Learning Language Research Forum Language Testing Monash University Linguistics Papers On-CALL Journal Prospect: Journal of Australian TESOL RELC (Regional Language Centre) Journal (Singapore) Revue de Phonйtique Appliquйe (Belgium) South Australian Journal for ESL Teachers System TESOL in Context TESOL Quarterly Australian Educational Researcher Australian Journal of Adult and Community Education history of education Review Innovations in Education and Teaching International Journal of General Education Literacy and Numeracy Studies Mentoring and Tutoring Journal New Zealand Journal of Adult Learning American Journal of Pharmaceutical Education Australian Journal of Law and Society
General English language/ literacy journals: Other: Conference papers: Conferences specific to the work of LAS lecturers: Higher Education conferences: General English/literacy conferences:
Economics: `Economic Papers' Economics: `Journal of Accounting Education' Engineering: IEEE: `Transactions in Professional Communication' Nurse Education Today (UK) UTS Law Review Australian Language Matters Open Letter Australian Journal of Career Development communication skills in University Education (Biennial ­ hosted by University of Melbourne and Murdoch University) National Conference of the Association of Tertiary Learning Advisors of Aotearoa/New Zealand National Conference on Tertiary Literacy: Research and practice (Victoria University) National Language and Academic Skills Conferences (Biennial ­ hosted variously by LaTrobe (3 times), Monash (twice) and Wollongong (once) Universities) Tertiary Learning Centres in Aotearoa/New Zealand (TLCANZ) Conference Access and Equity Symposium AFUW (Australian Federation of University Women) Conference ASCILITE (Australasian Society for Computers in Learning in Tertiary Education) conferences (2) Australian and New Zealand Student Services Association International Conference Australian Communication Conference International Conference on Tutoring and Mentoring Cultural Diversity and Higher Education Conference: Has it made a Difference? Should it make a Difference? 8th International Symposium on Improving Student Learning (UK) Equity and Access in Higher Education conference Higher Education Research and Development Society of Australasia (HERDSA) Annual conferences (in proceedings for at least the past 10 years) Innovations and Links: Research Management and Development in Postgraduate Education Conference International On-line Conference on Teaching On-line in Higher Education International Student Advisers Network of Australia Conference Knowledge and Discourse: Changing Relationships across Academic Disciplines and Professional Practices (Hong Kong) National First Year Experience Conference New Zealand Tertiary Writing Network Colloquium (NZ) Pacific Rim First Year in Higher Education Annual Conferences (Papers in conferences from 1995 - 2001) Quality in Postgraduate Research conferences (1996, 1998, 2000) 21st International Conference on Improving University Teaching (UK) Undisciplined Thoughts Conference Women and the Culture of Universities Conference Annual Conference of the Association of Australian Writing Programs Conferences for various State Councils for Adult Literacy English Australia Conferences
TESOL/Applied linguistics conferences: General Education conferences: Intercultural Studies conferences: Specific academic discipline-based conferences: Learning and Thinking Conferences:
Australian Systemic Network Conference IN-MELT (information technology and Multimedia in English Language Teaching) Conference (Hong Kong) ISANA: International Education Association Conference TESOL in Context: ACTA/ATESOL 7th Summer School. Australian Association for Research in Education (AARE) Conferences International Conference on Computers in Education (Beijing) International Literacy and Education Research Network (LERN) Conferences (Penang, 2000; Greece, 2001; Beijing, 2002) National Research Forum of the Australian Rural Education Research Association North Central Reading Association Conference (USA) Open and Distance Learning Association of Australia Conference Research into adult and vocational learning (RAVL) Conference. Society for the Provision of Education in Rural Australia Conference Internationalisation, flexible learning and Technology conference. National conference on Aboriginal and Torres Strait Islander Studies AAEE (Australasian Association for engineering education) Annual Convention and Conference Australasian Conference on Engineering Education IEEE (Institute of Electrical and Electronics Engineers) conference International Conference on Thinking
Scholarly Books and Chapters in Edited Books Books and book chapters specific to the work of LAS lecturers: Beasley, C. (2002) The letter of the law. In Crosling, G., Lentell, H. & Webb, G. (Eds.) Student learning support: Case studies from higher education (pp.145-153). London: Kogan Page. Cadman, K. & Grey, M. (1997) Action teaching: Student-managed English for academic contexts. Gold Coast: Antipodean Educational Enterprises. Crosling, G. & Farley, A. (forthcoming) Generalising the generic. In Crosling, G. & Webb, G. (Eds.) Supporting student learning: Cases, experiences, practices. London: Kogan Page. Crosling, G. & Farley, A. (forthcoming) Introduction to student learning support. In Crosling, G. & Webb, G. (Eds.) Supporting student learning: Cases, experiences, practices. London: Kogan Page. Garner, M., Chanock, K., & Clerehan, R. (Eds.) (1995). Academic skills advising: Towards a discipline. Melbourne: Language and Learning Network. Webb, J. & McLean, P. (2002) Academic skills advising: Evaluation for program improvement and accountability. Melbourne: University of Melbourne/HERDSA/VLLN Higher Education books and book chapters: Barrie, S. & Jones, J. (1999) Integration of academic writing skills in curriculum: Making them stick. In Rust, C. (Ed.) Improving student learning ­ Improving student learning outcomes (pp.268-279). Oxford: Oxford Centre for Staff and Learning Development, Oxford Brookes University. Cadman, K. Friend, L. Gannon, S., Ingleton, C., Koutroulis, G. McCormack, C., Mitchell, P., Onyx, J., O'Regan, K., Rocco, S. & Small, J. (2001) Memory-workers doing memory-work on memory-work: Exploring unresolved power. In Small, J. & Onyx, J. (Eds.) Memory-work: A critique (pp 76-93). Sydney: UTS School of Management. Cadman, K. & Ha, Hai Than (2001) "Only connect": Transcultural supervision as "The Rainbow Bridge". In Bartlett, A. & Mercer, G. (Eds.) Postgraduate Research supervision: Transforming (R)elations. New York: Peter Lang. Ellis, B., Miller, J. & Lowings, S. (2002) Mostly out of sight, but never out of mind: Facilitating the learning of off-campus nursing students. In Kell, P. (Ed.) Ways of learning: The revolution in teaching and learning. Melbourne: Common ground Press. English, L., Bonanno, H. Jones, J. & Webb, C. (1997) Curriculum innovation: Teaching
communication, intellectual and interpersonal skills in a large first-year accounting course. In Rust, C. & Gibbs, G. (Eds.) Improving student learning ­ Improving student learning through course design (pp.120 143). Oxford: Oxford Centre for Staff & Learning Development, Oxford Brookes University. Richards, V. (1999) Learning at University. Hamilton: University of Waikato. Sillitoe, J. & Crosling, G. (1999) Thesis planning and writing: a structured approach. In Ryan, Y. & Zuber-Skerritt, O, (Eds.) Supervising students from non English speaking backgrounds Buckingham: SRHE & Open University Press. Starfield, S. (2000) Assessing students' writing. In Liebowitz, B. & Mahomed, Y. (Eds.) Handbook on the teaching of writing for university teachers (pp.102-117). Cape Town: Silk Road International Publishers Vance, S. & Crosling, G. (1998) Integrating writing into the curriculum: A social constructionist approach. In Forest, J (Ed.) University teaching: International perspectives. New York: RoutledgeFalmer. TESL/Applied linguistics books and book chapters: Cargill, M. Cadman, K. & McGowan, U. (2001) Postgraduate writing: Using intersecting genres in a collaborative, content-based program. In Leki, I. (Ed.) Academic writing programs. Case Studies in TESOL Practice Series (pp.85-96). Alexandria, VA: TESOL Publications. Chanock, K. (1985) Show me English. Melbourne: Adult Migrant Service. Moore, T. & Morton, J. (1999) Authenticity in the IELTS academic module writing test: A comparative study of Task 2 items and university assignments. In IELTS Research Report: No 2 (pp 64-106). IELTS Australia. Ramburuth, P. (1998) Teaching advanced ESL learners through their learning styles. In Reid, J. (Ed.) Understanding learning styles in the second language classroom (pp 72-79). New Jersey: Prentice Hall Regents. Starfield, S. (2001) "I'll go with the group": Rethinking discourse community in EAP. In Flowerdew, J. &Peacock, M (Eds.) Handbook of Research in English for Academic Purposes. Cambridge: Cambridge University Press. Morton, J., Wigglesworth, G. & Williams, D. (1997) Approaches to the evaluation of interviewer behaviour in oral tests. In Brindley, G. & Wigglesworth, G. (Eds.) Access: Issues in language test design and delivery (pp175-195). Sydney: National Centre for English Language Teaching and Research . Hussin, V. (2002) An ESP Program for Students of Nursing. In Orr, T. (Ed.) English for Special Purposes. Alexandria, VA: TESOL Publications. Storch, N. & Tapper, J. (1997) Paragraphing and linking: A reconstruction activity. In Brinton, D. & Master, P. (Eds.) New ways in content-based instruction (pp.293-296). Alexandria, VA: TESOL Publications. Nelson, C. (2002) Why queer theory is useful in teaching: A perspective from English as a Second Language teaching. In Robinson, K., Irwin, J. & Ferfolja, T. (Eds.) From here to diversity: The social impact of lesbian and gay issues in education in Australia and New Zealand. New York: Haworth Press. General language/discourse studies books and book chapters: Bartel, A., Hughes, C., Kalantzis, M. & Cope, W. (1984) Language support work: tasks and activities. In Connections: Teacher Support Book. Sydney: Social Literacy Publications. Beasley, C (1993) Language and Content: The case of law. In Bird, N., Harris, J. & Ingham, M. (Eds.) Language and Content. (pp 304-330). Hong Kong: Institute of Language in Education. Chanock, K. (1999) Using film to teach coherence in writing. In Bishop, E. (Ed.) Cinema-(to)Graphy: Film and Writing in Contemporary Composition Courses. Exeter: Heinemann. Drury, H. (1991) The use of systemic linguistics to describe student summaries at university level. In Ventola, E. (Ed.) Functional and systemic Linguistics: Approaches and Uses. Berlin: Mouton de Gruyter. Jones, J., Gollin, S., Drury, H. & Economou, D. (1981) Systemic-functional linguistics and its application to the TESOL curriculum. In Hasan, R. & Martin, J. (Eds) language development: Learning Language, Learning Culture. New Jersey: Norwood. Books and book chapters published in other disciplines: Chanock, K. (1997) The disciplinary language of university assignment. In K. Laster, (Ed.) Law as culture, Sydney: Federation Press. Gonda, J., Hussin, V. Gaston, J. & Blackman, I. (1995) Migrant Nurses: Their unique value. In Pratt, R. & Grey, G. (Eds.) Issues in Australian Nursing 4. Melbourne: Churchill Livingstone. Ramburuth, P. (1999) Intercultural communication. In Dwyer, J., (Ed.) Communicating in Business: Strategies and Skills. Sydney: Prentice Hall. Government reports: Drury, H. (1992) `Macro-genres: The theory' in Literacy for Further Studies Project Report. Canberra: DILGEA (Dept. of Immigration and Ethnic Affairs).
McIntyre, J., Ardler, B., Solomon, N. & Spindler, L. (1997) Culture matters: Factors affecting successful outcomes of vocational education and training for Aboriginal and Torres Strait Islander students. Report prepared for ANTA. Sydney: University of Technology, Sydney. Tiernan, J. (1994) Resource Implications of the introduction of good strategies in higher education for disadvantaged students. NBEET Commissioned Report No 30. Canberra: AGPS. (Chief investigator for good strategies related to students from LBOTE)
Other publications by LAS lecturers:
Book and software reviews:
In: English for Specific Purposes Journal CALICO (Computer Assisted Language Instruction Consortium) Journal. On-Call Journal TESOL Links
Curriculum writing:
Faculty of Business and Economics Graduates, Workplace Communication and Undergraduate Curriculum (Monash University) The Curriculum and standards framework ­ Chinese supplement (Board of Studies, Victoria) The Adult Basic Education Profession and Competence: Promoting best practice.
Teaching and learning resources on sale in the public domain:
Textbooks/workbooks: - Carmichael, E., Craigie, D., Driscoll, K., Farrell, H., James, B., Scoufis, M. (1998) Critical analysis - What is it? (2nd ed.) Kingswood: University of Western Sydney. - Carmichael, E. & the critical thinking and Writing Network (1998) A.E.R. Critical analysis workbook. Kingswood: University of Western Sydney. - Chesterman, S. & Rhoden, C. (1999) Studying law at university: everything you need to know. St. Leonards: Allen & Unwin. - Clerehan, R. (1991) Study skills handbook for tertiary students. Melbourne: Monash University Press. - Cotesta, P., Crosling, G. & Murphy, H. (1998) Writing for accounting students. Sydney: Butterworths. - Crosling, G., & Murphy, H. (2000) How to study business law: Reading, writing and exams. Sydney: Butterworths. - McLean, P. & Tatnall, A. (2000) Studying business at university: Everything you need to know. St. Leonards: Allen & Unwin. - Marrshall, L. & Rowland, K. (1998) A guide to learning independently. Melbourne: Addison Wesley Longman. - Morley-Warner, T. (2001) Academic writing is...: A guide to writing in a university context. Sydney: CREA Publications, University of Technology, Sydney. - Rhoden, C. & Starkey, R. (1998) Studying science at university:Everything you need to know. St. Leonards: Allen & Unwin. - Rhoden, C. & Tursky Gordon, C. Studying engineering at university: Everything you need to know. St. Leonards: Allen &Unwin. - Zeegers, P. (1998) An introduction to the study of science at university (4th ed.) Adelaide: Flinders University.
Videos: - James, B., Scoufis, M., Farrell, H., Carmichael, E. (1999) Unraveling the Mysteries of Critical Thinking. Bendigo: Video Education of Australasia.
CD-ROMs: - Scoufis, M., James, B., Carmichael, E. & Farrell, H. (1999) On the track: Critical thinking in assignment writing. Bendigo: Video Education of Australasia.
Appendix 2: Teaching and learning issues in the design, development and evaluation of LAS programs as seen in LAS publications:
Tertiary literacy practices Student learning support Applied linguistics/TESL issues Student diversity and equity issues Tertiary orientation Assessment methods Meta-metacognitive reflection Collaboration with discipline academics professional development for content lecturers
Identifying discourse conventions in a variety of disciplines, eg economics and comers, science, engineering, nursing, pharmacy, sociology, etc. Embedding the teaching of academic discourses into the disciplines Teaching specific academic genres, eg theses, reports, laboratory reports, reflective writing, etc Critical discourse analysis Negotiating writer identity and authority Cultural influences on academic literacy Referencing and plagiarism issues Design, implementation and evaluation processes in student learning support Critical analysis and critical thinking Active learning/learning styles/memory Group and team work Research strategies Study skills issues such as time management/goal setting, efficient reading, note-taking, exam preparation and strategies Problem-based and resource-based learning Flexible delivery and distance learning On-line learning and computer-aided learning Mentoring Design, development and teaching of grammar and pronunciation in an academic context Learning issues in the design and delivery of English language tests (IELTS & TOFEL), and practice materials for these tests. Postgraduate students, including research student supervision ESL issues in the four macroskills International students, including cultural influences on learning Students with learning or other disabilities Mature-age students/women students/rural students Students from a `non-traditional' background Indigenous students Sexual identity issues The first year experience Joint programs with discipline lecturers and university services such as libraries Student approaches and pedagogical implications of assessment strategies Integrating teaching and assessment of tertiary literacy skills Pedagogical implications in types of assessment Meta-discourse comparisons between disciplines Disciplinary politics Collaborative publications addressing contextualised learning and academic literacy; disciplines covered include: economics and commerce, science, engineering, nursing, sociology, pharmacy, IT, business law Curriculum design and development Developing inclusive teaching practices that address cultural diversity and student learning diversity Addressing international student needs

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